Article Title

Holistically informed: A scientist-practitioner offers the perspective of inclusion over exclusion in two undergraduate psychology courses

Authors

Katherine A. Barone

Publication Date

Spring 2011

Abstract

An overview of some scientist-practitioner dilemmas that still exist in psychology sets the stage for an examination of how both models might be incorporated in the undergraduate psychology curriculum. The difficulty of guiding the applied psychology student towards respect for inclusion is explored and suggestions are offered for the curriculum in two courses, Theories of Personality and Cognitive Psychology. Specifically, multicultural emphases and work on case material seem to be the most helpful adjunctive curriculum and these are demonstrated through some aspects of a holistically informed practitioner focus. Using case material from diverse cultures, represented in a snowflake image, helps students understand the importance of an inclusive model across fields of inquiry as future practitioners. Several examples of students’ responses to this approach are presented.

Recommended Citation

Barone, Katherine A. (2011) "Holistically informed: A scientist-practitioner offers the perspective of inclusion over exclusion in two undergraduate psychology courses," Journal of Pedagogy, Pluralism, and Practice: Vol. 4: Iss. 3, Article 6.
Available at: https://digitalcommons.lesley.edu/jppp/vol4/iss3/6